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Course Criteria
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4.00 Credits
4 hours; 4 credits The development of economic thought from antiquity to modern times. Emphasis on the contrast and similarities between such divergent schools of thought as mercantilism, the physiocratic school, the classical school, the socialist school, the historical school, and the neoclassical school. Prominent thinkers such as Aristotle, Aquinas, Mun, Hume, Quesnay, Adam Smith, Ricardo, Malthus, Mill, Cournot, von Thunen, Marx, Menger, Jevons, Walras, Marshall, Keynes, Samuelson, Schumpeter, and von Hayek will be discussed, as will the periodic resurgence of various themes and the links between economic thought and economic history. Prerequisites: ECO 210 and ECO 212, or permission of the instructor
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4.00 Credits
4 hours; 4 credits Economic factors in the emergence of urban centers and historical changes in their economic functions. Determinants of the size and location of cities and the occupational characteristics of the urban labor force. Analysis of the proper economic scope of local government and the financing of its expenditures. Allocating and pricing public services. Aspects of urban renewal and study of the urban ghetto. Prerequisites: ENG 151, ECO 210 or permission of instructor
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4.00 Credits
4 hours; 4 credits An examination of the historical and intellectual origins of capitalist society, the role of capitalism in the growth and development of modern industrial society, an evaluation of the future of capitalism. Prerequisites: ECO 101 and at least two other courses in the social sciences
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4.00 Credits
4 hours; 4 credits Selected topics in economic theory including production theory, capital theory, welfare economics, growth theory, and investment in human capital. Students prepare detailed presentations and analyses of classic works for discussion and evaluation. Prerequisites: ECO 210 and 212, or permission of the instructor
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4.00 Credits
(Also POL 490 and PHL 490) 4 hours; 4 credits Selected topics in which ideas and approaches from economics, political science, and philosophy either mesh or collide will be explored. Required of all students expecting to graduate with Honors in Political Science, Economics, or Philosophy, but not limited to these students. Prerequisites: Senior standing and completion of at least 16 credits in intermediate and advanced social science courses and permission of the instructor.
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3.00 Credits
3 hours; 3 credits An examination of the developing child, focusing on the period from birth through age eight, with an introduction to children with special needs. Major developmental theories are critically examined and are illuminated through students’ field experiences with children in diverse and inclusive settings. Recent research on child abuse and abduction is examined within the context of the teacher’s responsibilities. This course includes ten hours of fieldwork prior to student teaching. (LA&S) Prerequisites: ENG 111 and ENG 151, and a GPA of 2.75
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3.00 Credits
3 hours; 3 credits A required multidisciplinary course for prospective early childhood teachers. Perspectives from such academic disciplines as philosophy, history, sociology, anthropology, political science, and economics are brought to bear on early childhood education in its relationships with contemporary society and with later education. The major purpose of this course is to bring the student to an initial understanding of how values, attitudes, and structures in society as a whole influence the education of young children. (LA&S) Prerequisites: ENG 111 and ENG 151, and a GPA of 2.75
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3.00 Credits
3 hours; 3 credits An examination of the relationship between the infant and the primary caretaker, and its importance in personality development. Influences on the primary relation, broadening of affectional ties; comparison of child rearing across and within cultures. Students learn to use a variety of observational approaches and recording techniques to increase their understanding of children who are developing normally and children with disturbances in development. School and community partnerships are explored for their emotional impact on children. Diverse infant and toddler programs are studied through 20 hours of fieldwork. Prerequisites: EDC 215, EDC 216, and a GPA of 2.75 or above
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3.00 Credits
3 hours; 3 credits Theory and research in language development and the processes of language acquisition to inform program planning and development in inclusive educational settings. Students learn how to create, manage, and develop preschool curriculum areas such as dramatic play, block building, expressive arts, puzzles and manipulatives, nature study, and outdoor play to facilitate language acquisition and development. The course provides students with a range of alternative teaching strategies to meet the needs of linguistically diverse children. Prerequisites: EDC 215 and EDC 216, or EDE 200 and EDE 260, and a GPA of 2.75 or above Corequisite: EDC 350
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3.00 Credits
3 hours; 3 credits An examination of the teaching of reading and writing within a developmental framework and introduction to programs, practices, and materials of reading/writing instruction in diverse and inclusive settings. The course provides students with a range of alternative teaching strategies for children with reading and writing delays. The course also examines software in reading and writing for its usefulness in assessment and instruction. Prerequisites: EDC 215 or EDE 200; EDC 216 or EDE 260; EDC 218; EDC 350; and a GPA of 2.75 or above
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